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Environmental Literacy, Attitude and Practice among Universiti Kebangsaan Malaysia Faculty of Health Science Students
Literasi Alam Sekitar, Pengetahuan dan Amalan dalam Kalangan Pelajar Fakulti Sains Kesihatan, Universiti Kebangsaan Malaysia
MUHAMMAD IKRAM A. WAHAB, PRITHINA RAJENDRAN, SITI HAZIMAH AYU ISMAIN, ANIS NAJWA HARUN, NUR ‘AFIFAH NAJWA MOHD PAUZI, KHAIRATUL FARHANA MD RODZI, MD KHAIRIL
AFIQ MD KADAPI, NURUL FARAH AZREEN ABDUL GHANI & SITI SHAHARA ZULFAKAR
ABSTRACT
This research was conducted to study the level of environmental literacy, attitude and behaviour of students in the Faculty of Health Sciences, UKM. A Google Form consisting of four sections: Demographic Information, Environmental Knowledge, Attitude, Practice and Challenges were distributed to students. Each section was scored based on the right answers given by the students. In this study, it was found that Nutritional Science Program students had the highest environmental knowledge, while Dietetics students practised the highest environmental attitude among the other courses. The second objective revealed a positive correlation r = 0.297; p < 0.05 between environmental knowledge and attitude among the students. However, this is a weak correlation, which means that students with higher levels of knowledge do not tend to have higher attitudes and vice versa. Students' main challenges to practice good environmental behaviour are lack of knowledge in the correct way of practising those behaviour. Poor legal enforcement is the second most reason why students take environmental issues for granted.
Last but not least, the environmental challenges are directly proportional to the environmental attitude. In other words, when environmental challenges increase, the environmental attitude decreases. In conclusion, students' attitude towards the environment may always improve depending on their individual effort to contribute to a better environment.
Keywords: Environmental literacy, knowledge, attitude, practice, students
ABSTRAK
Penyelidikan ini dijalankan untuk mengkaji tahap celik alam sekitar, sikap dan tingkah laku pelajar di Fakulti Sains Kesihatan, UKM. Set Soal Selidik Google Form yang terdiri daripada empat bahagian: Maklumat Demografi, Pengetahuan Alam Sekitar, Sikap, Amalan dan Cabaran telah diedarkan kepada pelajar. Setiap bahagian diberikan skor berdasarkan jawapan tepat yang diberikan oleh pelajar. Dalam kajian ini, didapati bahawa pelajar Program Sains Pemakanan mempunyai pengetahuan alam sekitar yang tertinggi, manakala pelajar Dietetik mengamalkan sikap alam sekitar tertinggi di kalangan kursus lain. Objektif kedua menunjukkan korelasi positif r = 0.297; p < 0.05 antara pengetahuan dan sikap alam sekitar di kalangan pelajar. Walau bagaimanapun, ini adalah korelasi lemah, yang bermaksud bahawa pelajar yang mempunyai tahap pengetahuan yang lebih tinggi tidak cenderung mempunyai sikap yang lebih tinggi dan sebaliknya. Cabaran utama pelajar untuk mengamalkan tingkah laku alam sekitar yang baik ialah kurang pengetahuan dengan cara yang betul untuk mengamalkan tingkah laku tersebut. Penguatkuasaan undang-undang yang lemah adalah sebab kedua tertinggi mengapa pelajar mengambil isu-isu alam sekitar secara sambil lewa. Akhir sekali, cabaran alam sekitar adalah berkadar langsung dengan sikap terhadap alam sekitar.
Dalam erti kata lain, apabila cabaran alam sekitar meningkat, sikap terhadap alam sekitar berkurangan.
Kesimpulannya, sikap pelajar terhadap alam sekitar mungkin sentiasa bertambah baik bergantung kepada usaha individu tersebut untuk menyumbang kepada persekitaran yang lebih baik.
Kata kunci: Literasi alam sekitar, pengetahuan, sikap, amalan, pelajar
INTRODUCTION
Serious attention to the environment had been given from four to five decades ago. In 1972, the United Nations Conferences in Stockholm emphasised the lack of public awareness about the environment. Twenty years later, this commitment in raising public awareness was renewed in 1992 at the Earth Summit in Rio de Janeiro, manifested in Chapter 36 of Agenda 21.
Therefore, the study on environmental literacy is one step forward to raise awareness among all community (Lay et al. 2014). The effort from one upper party alone is not enough; thus, the community must be acknowledged about environmental education.
Education about the environment is a life-long process and must be cautiously considered to create a sustainable environment (Ekong & Nya 2019).
Sustainable development is referred to as development, which must be carried out continuously without damaging future generations' rights. It is also explained as the development that meets the needs of the present without compromising the future generation's ability to meet their needs (Wahida et al. 2004). Sustainable development has been given serious attention as environmental problems worsen from time to time.
Practising sustainable consumption is also one of the contributing ways to achieve sustainable development of [the environment (Bayaah et al. 2010).
Our ability to affect the environment is matched by an inability to assess the consequences of our actions.
We must now develop some practical guidelines to achieve genuinely sustainable development (Carley et al.
2017). In order to achieve sustainable development, environmental knowledge and attitude must be practised.
The higher education community has been a major factor in environmental education and sustainable development (Ekong & Nya 2019). In other words, higher institutional students play a major role in assisting other community to conserve our environment.
According to Choe et al. (2019), environmental problems are mainly due to human activities. Therefore, human attitudes to and the knowledge of the natural environment and its protection are the key factors in motivating their pro-environmental behaviour. A detailed investigation into the level of students' environmental knowledge and attitudes is necessary to improve environmental education. However, environmental knowledge itself is not an adequate component for positive environmental behaviour. The most important factor that affects individual behaviour is environmental attitude, which can be defined as learned tendencies in the form of consistent behaviours against environment, either positive or negative (Şahin et al.
2013). According to Treagust et al. (2016), four main factors that influence students' pro-environmental attitudes and behaviour: (1) verbal, referring to the
communication about environment among students; (2) commitment among students towards conserving environment; (3) attitude towards environment and (4) knowledge about the environment. Sociodemographic factors such as age, gender, education background and total income have been reported to have an effect on individual knowledge and attitude towards environmental protection (Digby 2012).
However, the knowledge and attitude among students in Malaysia are still lacking. This is shown in a study by Lay et al.(2014), who found a large gap in environmental knowledge and a significant drop in environmental behaviours and attitudes among secondary school students. Thus, this study's main aim is to determine the level of knowledge and attitude among students in the Faculty of Health Sciences, UKM.
MATERIALS AND METHODS
RESEARCH DESIGN
This paper's research report focuses on a cross-sectional study of university students' environmental knowledge, attitude, and the practice of the attitude with finding out the challenges that they usually dealt towards practicing those good environmental attitudes. Our study sample was taken at the National University of Malaysia, Kuala Lumpur (UKMKL) Campus, specifically all Faculty of Health Sciences students. The sample population for this study is 1240 students and sample size was calculated using the formula as stated in Eqns. (1 & 2) (Daniel 1999). Total sample size required for this study is 293.
Sampling method used was the snowball sampling method where the questionnaires were given to the class representatives to be distributed to their classmates.
Respondents were also requested by the researcher to help distribute the questionnaires to their friends. The inclusion criteria are all students from all courses under Faculty of Health Sciences, UKM. The exclusion criteria are Environmental Health and Industrial Safety Students (EVH) and Forensics Science students.
𝑛 = 𝑁 × 𝑋 (𝑋 + 𝑁 − 1)⁄ (1) where,
𝑋 =𝑍2 ×𝑝(1−𝑝)𝑒2 (2)
n = sample size N = size of population Z = Z-score
e = margin of error p = standard deviation
INSTRUMENTATION
The questionnaire was adapted from Ekong and Nya (2019) with slight modifications. Questionnaires that have distributed was created through an online questionnaire platform which was Google Form. The questionnaire was distributed to all the students. Then, the results were automatically generated and used for further data analysis. The questionnaire consists of four sections:
Section A: Demographic information (5 questions) Section B: Knowledge on environment (10 questions) Section C: Attitude and Practice (10 questions) Section D: Challenges (5 questions)
The scoring method was used for Section B and C. For Section B, each correct answer was given 1 point. Total scores of 0 to 3 were scored as low environmental knowledge, 4 to 6 right answers were scored as medium environmental knowledge, and 7 to 10 right answers were scored as high. While for Section C, the score 0 to 8 was scored low, 9 to 16 was scored medium and 17 to 26 was scored high. For Section D, a scale from 1-5 was used to answer each question to determine the highest scale considered the most common challenge in practising environmentally friendly behaviours. Further data analysis was done for each of the respective objectives.
DATA ANALYSIS
The data were analysed using Statistical Package for the Social Sciences, version 25.0, SPSS, Inc, III, USA (SPSS). Descriptive analysis was conducted to determine the environmental knowledge and attitude between student from different courses under Faculty of Health Sciences and the major challenges in practicing environmental behaviours among FSK students. Next, Spearman Rho correlation test was used to identify the relationship between knowledge and attitude towards the environment among the respondents. Lastly, logistic regression test was conducted to predict the challenges that can affect the student's attitude among FSK students.
Significance level 0.05, with 95% confidence interval was chosen for this study.
RESULTS & DISCUSSIONS
Only 60 students from eight different courses under Faculty of Health Sciences, UKM responded and filled the distributed questionnaires. The courses involved are Audiology (10%), Biomedical Science (35%), Diagnostic Imaging and Radiotherapy (13.3%), Dietetics (6.7%), Nutrition Science (11.7%), Optometry (10%), Physiotherapy (3.3%) and Speech Science (10%).
Profiles of respondents are shown in Table 1. The limited number of respondents involved in this study was mainly due to very limited time of study period.
Table 1 Course Profile of Research Respondents
Courses Frequency Percentage/%
Audiology 6 10
Biomedical Science 21 35
Diagnostic Imaging and Radiotherapy 8 13.3
Dietetics 4 6.7
Nutrition Science 7 11.7
Optometry 6 10
Physiotherapy 2 3.3
Speech Science 6 10
Total 60 100
TABLE 2 Environmental Knowledge and Attitude Score between Courses
No. Courses
Scoresa Environmental Knowledge/%
Environmental Attitude/%
1. Audiology 73.33 66.67
2. Biomedical Science 76.50 72.11
3. Diagnostic and Radiotherapy Imaging 82.50 73.08
4. Dietetics 77.50 81.73
5. Nutrition Science 82.86 70.33
6. Optometry 75.00 71.79
7. Physiotherapy 70.00 69.23
8. Speech Science 75.00 71.15
TOTAL MEAN SCORESb 68.07 64.01
aScores: 0-39 = low; 40-69 = intermediate and 70-100 = high
bAverage scores for all respondents
The descriptive study results showed students of Faculty of Health Sciences, UKM, have a high to an intermediate percentage of environmental knowledge and attitude. The overall mean scores of FSK students’
knowledge and attitude towards environmental literacy was 68.07% and 64.01% respectively, with the students from the Nutrition Science program have the highest mean environmental knowledge score (82.86%). In comparison, Dietetics has the highest score of environmental attitude (81.73%). The intermediate overall scores may be due to the fact that the students only get the basic knowledge about environment through syllabus at university, and only some of them explore more about the information related to the environment through the internet, social media, television, radio, newspaper and so on where the individual awareness is created. Moreover, some of the respondents may come from a family that have been practising environmental behaviours at home from a young age.
CORRELATION BETWEEN ENVIRONMENTAL KNOWLEDGE AND ENVIRONMENTAL
ATTITUDE SCORES
Table 3 shows the output obtained based on Spearman's rho correlation analysis carried out between environmental knowledge and environmental attitude of students. Individual knowledge and attitude towards the environment are the major and essential components of tools to enhance the individual perception of the environment (Aminrad et al. 2013). The role of environmental education is seen as one that would provide the understanding and create opportunities for improving individual knowledge, awareness and attitudes that are important and essential for the conservation and protection of the environment. To identify the relationship between the environmental knowledge and attitude towards the environment among students in the Faculty of Health Sciences, UKM KL, the data obtained were analysed using non-parametric Spearman's rho correlation. Spearman's rho correlation was used because the data were not normally distributed. Spearman's rho indicated a weak positive correlation between ranked knowledge and attitude levels, r = 0.297, p < 0.05, two-tailed, N = 60. This indicates that the relationship between knowledge and attitude is positive but weak, which means students with higher levels of knowledge do not tend to have higher attitudes and vice versa.
TABLE 3 Spearman's rho correlation output between environmental knowledge and environmental attitude
Spearman's Rho Knowledge Attitude
Knowledge Correlation Coefficient 1.000 0.297
N 60 60
Attitude Correlation Coefficient 0.297 1.000
N 60 60
It can also be concluded that students' environmental literacy is solely based on their individual awareness on environment, despite their courses. Every student needs to work on their own possible effort to educate themselves on how to improvise our environment for the future generation continually. According to a study conducted by de Jesus Filho et al. (2014), the researcher
revealed that students could not fully reflect their environmental knowledge on their attitude. This is due to various challenges faced by them in implementing environmentally-friendly attitude in their daily life.
Adding on, research conducted by Arı & Yılmaz (2017) reported that the education level of students' parents also highly influences the environmental knowledge of
students, especially parents who are university graduates. This research outcome can be true as educated parents might have a higher-level sense of responsibility towards the environment compared to less educated parents. Training and information gained from parents will increase the consciousness and concern of individuals regarding environmental concerns and create a more environmental-conscious generation.
MAJOR CHALLENGES IN PRACTICING ENVIRONMENTAL BEHAVIOUR
Figure 1 shows that most of the respondents had chosen lack of knowledge in the correct way of practice (93.33%) as the major challenge in practising environmental behaviours. In comparison, only a few of them chose no benefit (13.33%) as a reason why they did not practise environmental-pro behaviours. The other respondents had chosen not enough facilities (51.67%), poor legal enforcement (65%) and too burdensome (25%) as the major challenges in practising environmental behaviours. Lack of environmental
education and activities may become the reasons why majority of the respondents chose lack of knowledge in the correct way of practice as the major challenges in practising environmental behaviours. According to Mei et al. (2016), environmental behaviour is not solely established but predicted by environmental awareness and values that might influence the specific behaviour or commitment.
Poor legal enforcement is the second highest of major challenges in practising environmental behaviours. As we know, legal enforcement enables the government to punish those who treat the environment poorly. There are laws on the obligation to separate waste and the prohibition of throwing rubbish down the road. However, the enforcement in that particular situation is still low and poor; hence, people think it is fine to treat the environment poorly. Eventually, it causes people to neglect the laws though they know about it. That is why some of the respondents chose poor legal enforcement as the major challenges in practising environmental behaviours.
FIGURE 1 Major Challenges in Practicing Environmental Behaviour EFFECT OF CHALLENGES ON STUDENT'S
ATTITUDES TOWARDS ENVIRONMENT This research predicts if the challenges can affect the student attitude towards the environment among the Faculty of Health Sciences students, UKM KL. A standard multiple linear regression (MRA) was performed. From this analysis, the data is normally distributed, and the adjusted R2 is 0.03.This value shows that only 3% of the dependent variable (attitude) is explained by the independent variable or predictor (challenges). Next, the value of F (1,58) = 0.807, with
value of p>0.05. From this result, it indicates that the model is not significant. The value of the unstandardised coefficient (B) for challenges is -.055 which means that the independent variable (CHALLENGES) predict the dependent variable (ATTITUDE) in a negative direction. In other words, it shows that if the challenges increase, the attitude towards environment decrease.
The equation of this multiple linear regression is Attitudes=2.800-0.055Challenges.
There are many initiatives that can be taken to improve environmental quality by increasing the level of knowledge and attitude among students. The first simple
step is to provide more comprehensive environmental education and how to implement it among students.
Although students tend to know the importance of preserving the environment, executing or taking the necessary actions is yet to be achieved. More classes or workshop on this environmental education is the best way to give more exposure to students. This should be open for students, but non-UKM participants can also join and be exposed to these particular classes and workshops. Besides that, student participation in environmental activities can be increased by altering the surroundings to environmental-friendly surroundings.
Universities should set a good example for an environmental-friendly campus by encouraging recycling. Particularly in UKM, there should be an option for students to choose a subject focusing on the environmental and this option can be included as one of the CITRA subjects.
Lastly, one of the important aspects is for government and NGOs to work together to give adequate and easy access to facilities. Some of the reasons why environmental attitude is still low although most students have a high level of knowledge is inadequate facilities. Hence, involvement from all sectors, including private and public sectors, can help this shortage of facilities and give students or the public easy access to better implement environmental behaviour.
CONCLUSION
In conclusion, the level of knowledge among FSK students is high. However, it does not affect the level of attitude, as the relationship between those two parameters is weak and positive. This suggests that students with a high level of knowledge do not necessarily tend to have high level of attitude and vice versa. This can be due to several challenges that limit the students to perform good environmental behaviour.
The relationship was not strong; hence, more comprehensive environmental education and how to implement it should be considered. However, this is also affected by the adequacy and accessibility to the facility's facility either by public or private sectors.
ACKNOWLEDGEMENT
The authors gratefully acknowledge the support provided by University Kebangsaan Malaysia.
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Prithina Rajendran
Siti Hazimah Ayu Binti Ismain Anis Najwa Binti Harun
Nur ‘Afifah Najwa Bt. Mohd Pauzi Khairatul Farhana Binti Md Rodzi Md Khairil Afiq Bin Md Kadapi Nurul Farah Azreen Binti Abdul Ghani
Environmental Health and Industrial Safety Program Faculty of Health Sciences
Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz
50300 Wilayah Persekutuan Kuala Lumpur Malaysia
Muhammad Ikram A. Wahab Siti Shahara Zulfakar
Center of Toxicology and Health Risk Studies Faculty of Health Sciences
Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz
50300 Wilayah Persekutuan Kuala Lumpur Malaysia
Corresponding author: Siti Shahara Zulfakar E-mail: [email protected] Tel: 603-9289 7237
Fax: 603-2691 4304
Received: 27 December 2020 Revised: 31 March 2021
Accepted for publication: 15 April 2021
